Written in a clear, informal style for graduate students and
practicing teachers embarking on their first qualitative research
study in applied linguistics, leading authors introduce the
principal research approaches and data creation methods to offer
novice researchers an easy-to-follow and straightforward guide to
qualitative inquiry.

This volume explores the global spread of English or global
Englishes, and English as a Lingua Franca (ELF), focusing
specifically on Asian Englishes. It is unique in the range of
diverse perspectives across the languages and cultures by its
contributors.

This book takes the view that ELT global coursebooks, in addition
to being curriculum artefacts, are also highly wrought cultural
artefacts which seek to make English mean in highly selective ways
and it argues that the textual construction (and imaging) of
English parallels the processes of commodity promotion more
generally.

Presented in two parts, this book firstly introduces core
considerations in ESP course development drawing on examples from a
wide range of ESP and EAP courses. Secondly four case studies show
how experienced ESP teachers and course developers went about
developing courses to meet the needs of their particular learners.

A set of easy to use techniques helps students discover for
themselves how grammar works in real world contexts and how
grammatical choices are not just about form but about meaning.
Sample teaching ideas, covering a wide range of grammatical topics
including verb tense, voice, reference and the organization of
texts, accompanies each procedure.

Reflective Practise in ESL Teacher Development Groups discusses the
concept of reflective practice in ESL teachers using data from a
3-year collaborative partnership in which three ESL teachers in
Canada explored their professional development through reflective
practice.

This collection offers a distinctly Asian voice for English
language education and addresses some of the unique needs of Asian
learners in EFL contexts. Teachers and researchers from nine Asian
countries present some of the most current and innovative research
in five distinct and fascinating areas of EFL teaching and
learning.

This Critical Perspectives on Language Teaching Materials brings
together a collection of critical voices on the subject of language
teaching materials for use in English, French, Spanish, German and
Content and Language Integrated Learning (CLIL) classrooms.

One of the most popular and respected series of simplified readers
for English learners, with stories from contemporary and classic
authors. Adapted from Mark Twain's classic story of what happens
when two boys - Edward Tudor, a prince and the future King of
England, and the poor son of thief - swap lives. This version comes
without the CD.

Theory in reader-response and stylistics traditions supports L2
work with literature as it is valued by students and helps develop
communicative and critical language skills. The author uses
insights from empirical research to evaluate current teaching
practices against this background, highlighting readers' responses
to metaphor as a test case.

This book argues that Second language teaching has not been well
served by recent approaches to the description of language content.
The book explores how Cognitive Linguistics offers teachers a
description of language that can translate into practical classroom
activities.

An investigation of the developing discourses of English Language
teachers in teaching and training. Showing how teachers are shaped
by the discourses they participate in and how they shape these
discourses. By analyzing professional development through
professional discourse the book sheds light on what teachers do and
why they do it.

Bringing together motivation-related practical concerns and debates
from diverse international contexts and educational settings where
English is learned, this book shows how locally produced insights
and issues can have wider global significance, resonating with the
experiences and concerns of English teachers and learners across
the world.

This book brings together different perspectives on ELT materials
from a range of international contexts and a variety of educational
settings. All the chapters are underpinned by sound theoretical
principles while addressing practical concerns and debates in
materials design and use.

This book draws on a range of sources, including tales of
castaways, fictional narratives, and interviews with teachers in
conversation schools and universities in Japan, to explore many
current concerns around teacher identity, gender, and intercultural
sexuality in global English language teaching.

With researchers around the world are under increasing pressure to
publish in high-profile international journals, this book explores
some of the issues affecting authors on the semiperiphery, who
often find themselves torn between conflicting academic cultures
and discourses.

Teacher research is recognized, in ELT and education more
generally, as a powerful transformative strategy for teacher
development and school improvement. This volume provides original
insights into this issue by focusing on the processes involved in
becoming and being a teacher researcher.

Young people around the world are increasingly able to access
English language media online for leisure purposes and interact
with other users of English. This book examines the extent of these
phenomena, their effect on language acquisition and their
implications for the teaching of English in the 21st century.

The chapters in this volume outline and discuss examples of teacher
educators in diverse global contexts who have provided successful
self-initiated innovations for their teacher learners. The
collection suggests that a way forward for second language teacher
preparation programs is through 'reflective practice as
innovation'.

This book examines how literary texts can be incorporated into
teaching practices in an EFL classroom. It takes a multi-faceted
approach to how English language teaching and learning can best be
developed through presentation and exploration of literary texts.

The book addresses the issue of native-speakerism, an ideology
based on the assumption that 'native speakers' of English have a
special claim to the language itself, through critical qualitative
studies of the lived experiences of practising teachers and
students in a range of scenarios.

Bringing together multiple sources of data and combining existing
theories across language teacher cognition, teacher education,
second language motivation and psychology, this
empirically-grounded analysis of teacher development in action
offers new insights into the complex and dynamic nature of language
teachers' conceptual change.